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British Journal of Educational Psychology

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https://www.readbyqxmd.com/read/28940233/epistemic-beliefs-as-predictors-of-epistemic-emotions-extending-a-theoretical-model
#1
Tom Rosman, Anne-Kathrin Mayer
BACKGROUND: The cognitive incongruity model of epistemic beliefs and emotions states that if students' beliefs about the nature of knowledge (e.g., knowledge as simple and absolute) are incompatible with the epistemic nature of learning materials (e.g., complex and contradictory), cognitive incongruity arises. This, in turn, entails negative emotional consequences. AIMS: The epistemic nature of contradictory learning materials might be perceived differently depending on whether individuals resolve the contradictions or not...
September 21, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28929487/school-connectedness-and-the-primary-to-secondary-school-transition-for-young-people-with-autism-spectrum-conditions
#2
Judith S Hebron
BACKGROUND: Young people with autism spectrum conditions (ASC) face many educational challenges, particularly in terms of academic achievement, social inclusion, and mental health. School connectedness is linked to many positive outcomes and may be of particular salience at the primary-secondary school transition, when young people with ASC are expected to cope in new and unfamiliar settings. AIMS: This study explores for the first time school connectedness across the primary to secondary school transition for young people with ASC...
September 20, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28921487/family-support-and-gains-in-school-readiness-a-longitudinal-study
#3
Claire Hughes, Naomi White, Sarah Foley, Rory T Devine
BACKGROUND: Traditional measures of school readiness are labour-intensive and do not assess family support. AIMS: The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness. SAMPLE: Five hundred and seventy-eight children (270 boys; 74...
September 17, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28905355/revealing-hidden-talents-the-development-use-and-benefit-of-vesparch
#4
Julia R Badger, Jane Mellanby
BACKGROUND: School attainment tests and Cognitive Abilities Tests are used in the United Kingdom to set targets for educational outcome. Whilst these are good predictors, they depend not only on basic ability but also on learnt knowledge and skills, such as reading. METHOD AND AIMS: VESPARCH is an online group test of verbal and spatial reasoning, which we propose gives a measure that more closely approximates to basic ability - fluid intelligence. The verbal test contains highly familiar words, does not require the child to read them, is untimed, and provides detailed feedback on five practice questions for each part of the test...
September 14, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28884809/the-relationship-between-motor-skills-and-psychosocial-factors-in-young-children-a-test-of-the-elaborated-environmental-stress-hypothesis
#5
Vincent O Mancini, Daniela Rigoli, Lynne D Roberts, Brody Heritage, Jan P Piek
BACKGROUND: The elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various mediating psychosocial factors. While there is evidence to support this framework, little is known about how the proposed relationships may vary across different stages of development. AIMS: This study aimed to investigate whether peer problems and perceived self-competence mediated the relationship between motor skills and internalizing problems in pre-primary children, and at 18-month follow up...
September 8, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28884808/fraction-magnitude-understanding-and-its-unique-role-in-predicting-general-mathematics-achievement-at-two-early-stages-of-fraction-instruction
#6
Yingyi Liu
BACKGROUND: Prior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature. AIM: This study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It extends previous findings to children with limited and primary formal fraction instruction. SAMPLE(S): Thirty-five fourth graders with limited fraction instruction and forty fourth graders with primary fraction instruction were recruited from a Chinese primary school...
September 8, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28861907/teacher-spatial-skills-are-linked-to-differences-in-geometry-instruction
#7
Beryl Ann Otumfuor, Martha Carr
BACKGROUND: Spatial skills have been linked to better performance in mathematics. AIM: The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. SAMPLE: Fifty-six middle school teachers participated in the study. METHODS: The teachers were administered spatial measures of mental rotations and spatial visualization...
August 31, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28861896/sleep-difficulties-and-academic-performance-in-norwegian-higher-education-students
#8
Amie C Hayley, Børge Sivertsen, Mari Hysing, Øystein Vedaa, Simon Øverland
BACKGROUND: Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal. AIMS: To evaluate the associations between difficulties initiating and maintaining sleep (DIMS) and subjective and objective academic performance in a large sample of university students...
August 31, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28856677/scaffolding-under-the-microscope-applying-self-regulation-and-other-regulation-perspectives-to-a-scaffolded-task
#9
Georgia Leith, Nicola Yuill, Alison Pike
BACKGROUND: Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. AIMS: This study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother-child dyadic interactions fit alongside collapsed sample-level scores...
August 29, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28850714/the-complexity-of-school-racial-climate-reliability-and-validity-of-a-new-measure-for-secondary-students
#10
Christy M Byrd
BACKGROUND: The conceptualization of the role of race and culture in students' experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstream socialization, promotion of cultural competence, colourblind socialization, critical consciousness socialization, and stereotyping) (Byrd, 2015, Journal of Educational Research, 108, 10)...
August 29, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28850709/how-are-learning-strategies-reflected-in-the-eyes-combining-results-from-self-reports-and-eye-tracking
#11
Leen Catrysse, David Gijbels, Vincent Donche, Sven De Maeyer, Marije Lesterhuis, Piet Van den Bossche
BACKGROUND: Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. AIMS: This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures...
August 29, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28801957/monitoring-and-depth-of-strategy-use-in-computer-based-learning-environments-for-science-and-history
#12
Victor M Deekens, Jeffrey A Greene, Nikki G Lobczowski
BACKGROUND: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance. AIMS: In this study, we investigated the relationships among the frequency of metacognitive monitoring and the utilization of deep and surface-level strategies, and the connections between these SRL processes and learning outcomes across two academic domains, science and history...
August 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28799207/the-relation-between-cognitive-and-metacognitive-strategic-processing-during-a-science-simulation
#13
Daniel L Dinsmore, Brian P Zoellner
BACKGROUND: This investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion. AIMS: This study addressed current issues in strategy research by examining not only how metacognitive, surface-level, and deep-level strategies influence performance, but also how these strategies related to each other during a contextually relevant science simulation...
August 10, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28795406/multiple-aspects-of-high-school-students-strategic-processing-on-reading-outcomes-the-role-of-quantity-quality-and-conjunctive-strategy-use
#14
Meghan M Parkinson, Daniel L Dinsmore
BACKGROUND: While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important. AIMS: This study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading...
August 9, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28791689/theorizing-and-researching-levels-of-processing-in-self-regulated-learning
#15
Philip H Winne
BACKGROUND: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acquired knowledge...
August 9, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28782249/self-regulated-learning-from-illustrated-text-eye-movement-modelling-to-support-use-and-regulation-of-cognitive-processes-during-learning-from-multimedia
#16
Katharina Scheiter, Carina Schubert, Anne Schüler
BACKGROUND: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies. AIMS: We tested whether the positive effects of EMME for improving self-regulated multimedia learning extend to university students and teaching of more comprehensive processing strategies...
August 7, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28779503/longitudinal-tracking-of-academic-progress-during-teacher-preparation
#17
Roisin P Corcoran, Joanne O'Flaherty
BACKGROUND: Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. AIM: This study examined pre-service teachers' trajectories of academic growth during teacher preparation...
August 4, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28691734/regulating-approaches-to-learning-testing-learning-strategy-convergences-across-a-year-at-university
#18
Luke K Fryer, Jan D Vermunt
BACKGROUND: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. AIMS: Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience...
July 10, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28646561/pathways-to-arithmetic-fact-retrieval-and-percentage-calculation-in-adolescents
#19
Ulf Träff, Kenny Skagerlund, Linda Olsson, Rickard Östergren
BACKGROUND: Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge. AIMS: The purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents...
June 23, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28608359/achievement-goal-profiles-and-developments-in-effort-and-achievement-in-upper-elementary-school
#20
Lisette Hornstra, Marieke Majoor, Thea Peetsma
BACKGROUND: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. AIMS: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. SAMPLE: Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68)...
June 13, 2017: British Journal of Educational Psychology
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